Teaching Philosophy
As an instructor, I focus on four principles: support, clarity, application, and enthusiasm. I will discuss each principle and provide examples for what I implement and why I think these principles are pertinent to the learning process.
Support
My first approach to teaching is that the classroom is a place of support for students so that they may also become more comfortable and competent in their own abilities. This atmosphere must be respectful, safe, and positive. Together students and I jointly create a setting in which students will actively and interactively learn, practice, and improve their communication skills. The creation of this positive environment begins the first day as the expectations are clearly stated and students begin to see each other as unique individuals there to help each other rather than a sea of unfamiliar faces. My goal is to learn every student’s name by the second or third class as a way to personalize the learning experience. In addition, I encourage student questions both in and out of class and by making myself available to help them. In each of my classes, I meet with student groups early in the semester to discuss their ideas about class projects or assignments. Often this group meeting leads students to utilize my office hours more frequently and to become more involved in my class.
Clarity
One of my responsibilities as a teacher is to explain complex information in a way that students can access the information. Students differ in their approaches to learning and I try to create education opportunities that are adapted to diverse learners. I often explain information using a variety of techniques. For example, I often explain concepts verbally, through visual representations (e.g., PowerPoint), with multiple examples (e.g., case studies and current events), and via audiovisual material (e.g., video clips and documentaries). My teaching methods allow students to grasp concepts easily so that they can move beyond memorization of content into application. In addition, I structure class in a way to facilitate understanding. I begin class by communicating what students will know and be able to do by the end of that day’s lesson. During instruction, I check for understanding by asking comprehension questions and assigning in-class activities that integrate previous lessons and new information. I conclude class by having students identify lesson takeaways, which I call “ticket-to-leave.”
Application
I believe that students learn best when they have opportunities to apply what they learn to real-life situations and problems. Through class activities, projects, and papers, I help students see the connections between what they are learning and their lives. For example, in my group communication class, my students identify a campus organization of their choice, conduct an organizational needs assessment, and propose a campus action plan to solve each identified problem. In my communication campaigns course, students were tasked with creating an original communication campaign for the campus community. Students identified a relevant campus issue of their choice, completed a situation analysis, conducted formative research with the target audience, and developed sample messages to be disseminated via appropriate channels. I also select class materials from applied communication projects, such as existing campaigns, research projects, case studies, or media examples, that demonstrate to students how they can use the skills they are learning in the real world.
Enthusiasm
I believe that teaching is an opportunity to share my passion for communication with young scholars and to foster their enthusiasm for the ways in which we affect and are affected by communication. When I am excited about the material we are covering in class, my students become excited too. I strive to create active learning environments that encourage students to become critical and creative thinkers with a zeal for communication.
Support
My first approach to teaching is that the classroom is a place of support for students so that they may also become more comfortable and competent in their own abilities. This atmosphere must be respectful, safe, and positive. Together students and I jointly create a setting in which students will actively and interactively learn, practice, and improve their communication skills. The creation of this positive environment begins the first day as the expectations are clearly stated and students begin to see each other as unique individuals there to help each other rather than a sea of unfamiliar faces. My goal is to learn every student’s name by the second or third class as a way to personalize the learning experience. In addition, I encourage student questions both in and out of class and by making myself available to help them. In each of my classes, I meet with student groups early in the semester to discuss their ideas about class projects or assignments. Often this group meeting leads students to utilize my office hours more frequently and to become more involved in my class.
Clarity
One of my responsibilities as a teacher is to explain complex information in a way that students can access the information. Students differ in their approaches to learning and I try to create education opportunities that are adapted to diverse learners. I often explain information using a variety of techniques. For example, I often explain concepts verbally, through visual representations (e.g., PowerPoint), with multiple examples (e.g., case studies and current events), and via audiovisual material (e.g., video clips and documentaries). My teaching methods allow students to grasp concepts easily so that they can move beyond memorization of content into application. In addition, I structure class in a way to facilitate understanding. I begin class by communicating what students will know and be able to do by the end of that day’s lesson. During instruction, I check for understanding by asking comprehension questions and assigning in-class activities that integrate previous lessons and new information. I conclude class by having students identify lesson takeaways, which I call “ticket-to-leave.”
Application
I believe that students learn best when they have opportunities to apply what they learn to real-life situations and problems. Through class activities, projects, and papers, I help students see the connections between what they are learning and their lives. For example, in my group communication class, my students identify a campus organization of their choice, conduct an organizational needs assessment, and propose a campus action plan to solve each identified problem. In my communication campaigns course, students were tasked with creating an original communication campaign for the campus community. Students identified a relevant campus issue of their choice, completed a situation analysis, conducted formative research with the target audience, and developed sample messages to be disseminated via appropriate channels. I also select class materials from applied communication projects, such as existing campaigns, research projects, case studies, or media examples, that demonstrate to students how they can use the skills they are learning in the real world.
Enthusiasm
I believe that teaching is an opportunity to share my passion for communication with young scholars and to foster their enthusiasm for the ways in which we affect and are affected by communication. When I am excited about the material we are covering in class, my students become excited too. I strive to create active learning environments that encourage students to become critical and creative thinkers with a zeal for communication.